by Donna M. Nickitas, , Donna J. Middaugh, , and Veronica Feeg
PUBLISHER
Jones & Bartlett Learning, LLC
DATE
2018-09-05
Read Chapter 2 in Policy and Politics for Nurses and Other Health Professionals: Advocacy and Action.
This chapter discusses the influence and dynamics of federal and state-level governments in constructing policy. State and federal policies heavily influence healthcare service delivery. It describes why policies are needed, how they are developed, and how they are implemented. The chapter describes how interest groups are outside influencers on healthcare policy and explains their impact on decision-making.
This is not a form; we suggest that you use the browse mode and read all parts of the question carefully.
Read Chapter 3 in Policy and Politics for Nurses and Other Health Professionals: Advocacy and Action.
The role of the advanced professional nurse is ever evolving and includes an understanding of the policy-making process and the politics necessary in policy making. This chapter looks at how advanced professional nurses can affect policy at local and system-wide levels by mobilizing nursing’s expert power through professional organizations. Stakeholders can be internal or external, and the collaborative work done by stakeholders is where change is most likely to occur.
Read “Public Health Policy Advocacy Guidebook and Toolkit” from the APHN-Association of Public Health Nurses.
This resource provides an overview of advocacy and the policy making process. It includes tools and resources for engaging in advocacy, as well as a framework for identifying policy goals, creating a plan of action, and effectively building the case for change.
Visit How to Contact Your Elected Officials for current contact information for federal, state, and local officials.
This is not a form; we suggest that you use the browse mode and read all parts of the question carefully.
Read the article “Nurses: Leading Change and Transforming Care – Expert Opinion.”
From the bedside to the boardroom, advanced professional nurses must be seen as leaders, advocates, influencers, and change agents. This article discusses the advanced professional nurse in the role of a change agent as well as approaches necessary to manage and lead change.
This is not a form; we suggest that you use the browse mode and read all parts of the question carefully.
Read the article “Using SBAR to Communicate with Policymakers”.
This article discusses the role of the advanced professional nurse in policy advocacy and examines SBAR as an evidenced-based strategy for communicating effectively and confidently with policymakers.
Read pages 1e–1g of Chapter 8 in Policy and Politics for Nurses and Other Health Professionals: Advocacy and Action.
The overall share of the U.S. economy devoted to health spending is rapidly increasing with an aging population and an increased dependence on federal and state healthcare financing. In 2015, the cost of care was 17.8%, which amounted to 3.2 trillion dollars. Despite high spending, healthcare in the U.S. is uneven in quality and can be wasteful, uncoordinated, and inefficient, resulting in poor outcomes. This chapter discusses the intersection of quality care and public policy and how errors can contribute to inequality and increase the cost of care.
This is not a form; we suggest that you use the browse mode and read all parts of the question carefully.
Read Chapter 9 in Policy and Politics for Nurses and Other Health Professionals: Advocacy and Action.
How have market forces influenced healthcare? This chapter describes market drivers and their impact on resource allocation. It describes supply, demand, insurance, and cost of care and their role in ensuring equitable care via ACA. Understanding the history, market drivers, and relationships will provide you with the relevant background for developing useful talking points when advocating for policy change.
This is not a form; we suggest that you use the browse mode and read all parts of the question carefully.
Read pages 10–15 of Chapter 18 in Policy and Politics for Nurses and Other Health Professionals: Advocacy and Action.
This chapter examines the contributions of nursing as a profession to health policy. It also describes the contemporary roles that nurses provide through optimizing healthcare delivery and promoting patient safety through innovative, cost-effective care models and methods that result in an improvement in health status of the U.S. population. Advocating for improved systems of care promotes the health of the population and ensures the improvement of the healthcare infrastructure and the allocation of healthcare resources.
Read Chapter 4 in Policy and Politics for Nurses and Other Health Professionals: Advocacy and Action.
This chapter focuses on the historical contributions of nurses in public health, working with vulnerable populations and policies surrounding their care. Advanced professional nurses need to consider the context in which the community will receive healthcare and understand how vulnerabilities and SDOH lead to disparities in care. Vulnerability is a complex concept involving life experience that requires the understanding of life’s circumstances. Understanding this complexity helps people avoid stereotyping individuals and populations. This includes learning how to serve a diverse population that is inclusive and accounts for the cost of, quality of, and access to healthcare so that an equitable experience is had by the entire population. By being actively involved in a professional organization, nurses are well positioned to take action to influence policy development when it most matters. Political advocacy is often required in order to ensure good access to care at a high quality and at a controlled cost.
This is not a form; we suggest that you use the browse mode and read all parts of the question carefully.
Read Chapter 6 in Policy and Politics for Nurses and Other Health Professionals: Advocacy and Action.
Even though healthcare policy is often considered from the perspective of physically based conditions, the holistic definition of health used in nursing includes the emotional, psychological, and social well-being of individuals. As such, nurses are well positioned to advocate for policies for the vulnerable populations of those with mental illness. This chapter discusses policies that shape the provision of mental and behavioral health in the United States to ensure equitable care. This chapter also provides historical context of federal and state efforts and the movement toward providing support at the local level. Challenges in providing services for these vulnerable populations are discussed, which can be incorporated into policy briefs addressing health determinants that factor in the need for increasing access to mental and behavioral healthcare.
This is not a form; we suggest that you use the browse mode and read all parts of the question carefully.
Read the article “An Essential Guide to Writing Policy Briefs” from International Center for Policy Advocacy.
This reading details examples of policy briefs, describes how the policy brief can be used as an advocacy communication tool, and provides tips on how to best present information in a policy brief. Although there is no standardized format for a policy brief, it is typically limited to several pages in length. It would include an executive summary and a concise description of the context and scope of the problem, including supporting data, target population, and ethical implications. It would also include a policy proposal, which is the solution of what to do and what not to do, and a policy recommendation, which acts as the implementation plan.
Read pages 127–135 and 141 of Chapter 6 in Advanced Practice Nursing: Essential Knowledge for the Profession.
This chapter discusses the use of drivers in developing effective interprofessional collaborations while maintaining individuals’ professional identity. The idea of reflection, both self and as a team, is important to note in this reading.
This is not a form; we suggest that you use the browse mode and read all parts of the question carefully.
Review the information found in “About TeamSTEPPS” from AHRQ.
Organizations must master incorporating teamwork into evidence-based practice in order to achieve desired patient safety outcomes. AHRQ has recognized this need and created TeamSTEPPS as a result. TeamSTEPPS is a teamwork system designed for healthcare professionals. The program consists of three phases that take an organization through the continuum from assessing the organization through the identification of sustainable actions to maintaining and evaluating implemented changes.
This is not a form; we suggest that you use the browse mode and read all parts of the question carefully.
Read the article “Interprofessional Collaboration in Health Care: Lessons to Be Learned from Competitive Sports” from Canadian Pharmacists Journal.
This article compares interprofessional collaboration in healthcare to the skills learned while participating in team sports. Characteristics of teamwork and team sports include accountability, communication, leadership skill development, and discipline. The authors describe five key ingredients necessary for both the interprofessional team and the sports team, including role clarity, trust, and confidence in each other; the ability to face and overcome adversity; the ability to overcome personal differences; and sharing leadership with the group. These characteristics and actions of team members are integral to effective interprofessional collaboration and team communication.
This is not a form; we suggest that you use the browse mode and read all parts of the question carefully.
Review the information found at Interprofessional Professionalism Collaborative.
Interprofessionalism is a key behavior that team members need to master to work effectively. The mission of the Interprofessional Professionalism Collaborative is “to advance the construct of interprofessionalism as the intersection between professionalism and interprofessional education, practice, and research” (IPAC, 2018). This site focuses on the concept of interprofessionalism as research. Specifically, it discusses how this collaborative has created an instrument to evaluate an entry-level health professional’s demonstration of professionalism when interacting with members of other health professions. You can take the interprofessional professionalism assessment to evaluate yourself.
Reading for Enrichment
This is not a form; we suggest that you use the browse mode and read all parts of the question carefully.
Review the information found at “TeamSTEPPS 2.0 Self-Paced Course” from AHRQ.
TeamSTEPPS is an evidence-based teamwork program aimed at teaching healthcare professionals the skills needed to optimize patient outcomes. This AHRQ resource provides the curriculum for an individual in an organization to take team members through the self-paced course to learn about concepts of teamwork and communication. Actionable items are included throughout that help create well-functioning interprofessional teams.
This is not a form; we suggest that you use the browse mode and read all parts of the question carefully.
Read the article “Nursing in a Transformed Health Care System: New Roles, New Rules” from Interdisciplinary Nursing Quality Research Initiative (research brief).
The healthcare system has undergone many changes over the years. The Institute of Medicine has stated that nurses are expected to work collaboratively in these redesigned settings. As a result, new roles in the nursing field have evolved to reflect these changes and anticipate new ones. This article discusses the new role responsibilities, including population health, care coordination, and interprofessional collaboration.
read pages 527–535 of Chapter 22 in Advanced Practice Nursing: Essential Knowledge for the Profession.
In this section of the chapter, the discussion moves from monitoring data outcomes in general to addressing the specific statistical methods that can be used to answer questions in quality improvement projects or research. The premise of different statistical methods, including correlations, is noted. The text discusses systematic analysis, a method used to look at large amounts of existing data, including the importance of identifying what has been unexplored or underexplored in research.
This is not a form; we suggest that you use the browse mode and read all parts of the question carefully.
Review the information in “Social Determinants” at HealthyPeople.gov.
Public health challenges, including SDOH, have been an ongoing concern for consumers, providers, and policy advocates. Healthy People 2030 documents the efforts to improve the health of all Americans based on national goals and objectives. However, there has been acknowledgment of certain objectives necessitating higher priority and subsequent actions to address them. This reading focuses on the Healthy People 2030 Leading Health Indicators and the use of collaboration, data, and actions to address them. Go to the Latest Data tab for demographics, risk factors, and trending statistics.
COMPETENCIES
7063.1.1 : Practicing as an Advanced Nursing Professional
The learner recommends strategies for practicing lifelong learning skills to encourage the continuous improvement essential for practicing as an advanced nursing professional.
7063.1.2 : Recommend Regulatory Policies
The learner recommends legal and regulatory policies that advocate for improved health outcomes in patients and populations.
7063.1.3 : Impact of Interprofessional Team Roles
The learner analyzes the roles and interaction of interprofessional team members to assess the resulting impact on healthcare outcomes.
7063.1.4 : Analyze Data for Quality Improvement
The learner analyzes organizational performance data to guide recommendations for improving healthcare outcomes and disseminating results to a professional community.
INTRODUCTION
Professional nurses have the potential to influence health policy by using a collective voice for patient and healthcare advocacy. In this assessment, you will demonstrate competence as an advanced professional nurse leading an interprofessional advocacy action team (AAT) to advocate for population health policy change.
You will explore the role of the advanced professional nurse advocating for a policy proposal related to a current health issue for an at-risk population in your community. You will gather and analyze data to identify patients and populations at risk, recommend policy change to improve health outcomes in the community, and identify key stakeholders to serve on the AAT. You will also demonstrate the ability to identify and communicate effectively with essential policymakers to move the policy forward. Finally, you will create a summary of the policy proposal in (I)SBAR format (i.e., identify, summary, background, assessment, recommendation).
Before starting this task, you must have completed CAM2 Task 1 and the “CPE Record” associated with that task.
REQUIREMENTS
Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. An originality report is provided when you submit your task that can be used as a guide.
You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unless specified in the task requirements. All other submissions must be file types that are uploaded and submitted as attachments (e.g., .docx, .pdf, .ppt).
A. Discuss two differences in how an advanced professional nurse advocates for an at-risk population in the community versus how an advanced professional nurse advocates for an individual patient in the clinical practice setting. Include scholarly source(s) as part of your response.
B. Describe how the advanced professional nurse will apply two evidence-based strategies to promote interprofessional collaboration within an Advocacy Action Team (AAT). Include one scholarly source to support your description.
C. Analyze data that validates a health issue affecting an at-risk population in the county or state where you live or work. Include relevant source(s) as part of your response.
D. Describe two characteristics of the at-risk population identified in part C.
E. Analyze how a specific social determinant of health (SDOH) in the county or state is predisposing the at-risk population from part C to the health issue identified in part C.
F. Analyze how current policy is insufficient to address the SDOH identified in part E.
Note: Current policy may be a county ordinance, county or state regulation, state law, program, school curriculum, health initiative, etc.
G. Provide a policy proposal to address the SDOH identified in part E. Include scholarly source(s) to support your policy proposal as part of your response.
1. Describe how the policy proposal could impact the health issue from part C.
2. Discuss how the policy proposal will address diversity in the population to ensure equitable distribution of resources.
3. Describe how the policy proposal upholds two provisions from the ANA Code of Ethics. Include relevant source(s) as part of your response.
4. Describe two actual or potential barriers in your county or state that impede the implementation of the policy proposal.
H. Provide the name and title of one policymaker with authority to move the policy proposal forward.
1. Provide the rationale for choosing the policymaker identified in part H.
I. Describe two strategies you will use as an advanced professional nurse to strengthen your professional practice as a policy advocate.
Incorporate the following components of APA style and formatting in your paper:
• bias-free language
• APA-specific rules regarding verb tense, voice, and perspective
• a title page and headers
• in-text citations and references
• APA-specific formatting rules for margins, spacing, numbering, and indentation for the title page and main body of your paper, including headers, bulleted and numbered lists, and tables and figures
L. Demonstrate professional communication in the content and presentation of your submission.
File Restrictions
File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( )
File size limit: 200 MB
File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z
RUBRIC
A:ADVANCED PROFESSIONAL NURSE AS ADVOCATE
NOT EVIDENT
The submission does not discuss how an advanced professional nurse advocates for an at-risk population in the community versus an individual patient in the clinical setting.
APPROACHING COMPETENCE
The submission does not accurately discuss 2 differences in how an advanced professional nurse advocates for an at-risk population in the community versus how the nurse advocates for an individual patient in the clinical practice setting. Or the submission discusses only 1 difference in the advocacy role between the 2 settings. Or the discussion does not include scholarly source(s).
COMPETENT
The submission accurately discusses 2 differences in how an advanced professional nurse advocates for an at-risk population in the community versus how an advanced professional nurse advocates for an individual patient in the clinical practice setting. The discussion includes scholarly source(s).
B:INTERPROFESSIONAL COLLABORATION
NOT EVIDENT
The submission does not describe how the advanced professional nurse could apply evidence-based strategies to promote interprofessional collaboration within an AAT.
APPROACHING COMPETENCE
The submission does not logically describe how the advanced professional nurse applies 2 evidence-based strategies to promote interprofessional collaboration within an AAT. Or the submission discusses only 1 evidence-based strategy to promote interprofessional collaboration within an AAT. Or the discussion does not include 1 scholarly source.
COMPETENT
The submission logically describes how the advanced professional nurse applies 2 evidence-based strategies to promote interprofessional collaboration within an AAT. The discussion includes 1 scholarly source.
C:DATA DRIVEN HEALTH ISSUE
NOT EVIDENT
The submission does not provide an analysis of data that validates a specific health issue in the county or state.
APPROACHING COMPETENCE
The submission provides an analysis of the data, but the analysis does not validate a specific health issue in the county or state where the candidate lives or works. Or the analysis does not include relevant source(s).
COMPETENT
The submission provides an analysis of data that validates a health issue affecting an at-risk population in the county or state where the candidate lives or works. The analysis includes relevant source(s).
D:CHARACTERISTICS OF AT-RISK POPULATION
NOT EVIDENT
The submission does not describe characteristics of the at-risk population within the county or state.
APPROACHING COMPETENCE
The submission only describes 1 characteristic of the at-risk population within the county or state identified in part C. Or the characteristics are listed but not described.
COMPETENT
The submission describes 2 characteristics of the at-risk population within the county or state identified in part C.
E:SOCIAL DETERMINANT OF HEALTH (SDOH)
NOT EVIDENT
The submission does not provide an analysis of how the SDOH in the county or state is predisposing the at-risk population to the identified health issue.
APPROACHING COMPETENCE
The submission does not provide a logical analysis of how the SDOH in the county or state predisposes the at-risk population to the health issue identified in part C.
COMPETENT
The submission provides a logical analysis of how a specific SDOH in the county or state predisposes the at-risk population to the health issue identified in part C.
F:CURRENT POLICY
NOT EVIDENT
The submission does not provide an analysis of how a current policy is insufficient to address the SDOH from part E.
APPROACHING COMPETENCE
The submission provides an analysis but does not explain how current policy is insufficient to address the SDOH identified in part E. Or the policy analyzed is not relevant to the SDOH identified in part E.
COMPETENT
The submission provides an analysis of how current policy is insufficient to address the SDOH identified in part E. The policy analyzed is relevant to the SDOH.
G:POLICY PROPOSAL
NOT EVIDENT
The submission does not present a policy proposal that addresses the SDOH from part E.
APPROACHING COMPETENCE
The submission presents a policy proposal that does not logically address the SDOH from part E. Or, the policy proposal is not supported by scholarly source(s).
COMPETENT
The submission provides a policy proposal that logically addresses the SDOH from part E. The policy proposal is supported by scholarly source(s).
G1:HEALTH ISSUE IMPACT
NOT EVIDENT
The submission does not describe how the policy proposal could impact the health issue described in part C.
APPROACHING COMPETENCE
The submission describes the policy proposal, but does not logically explain how the policy proposal could impact the health issue described in part C.
COMPETENT
The submission provides a logical description of how the policy proposal could impact the health issue described in part C.
G2:EQUITABLE DISTRIBUTION OF RESOURCES
NOT EVIDENT
The submission does not provide a discussion about how the policy proposal will address diversity to ensure equitable distribution of resources.
APPROACHING COMPETENCE
The submission does not logically discuss how the policy will address diversity to ensure equitable distribution of resources.
COMPETENT
The submission provides a logical discussion of how the policy proposal will address diversity to ensure equitable distribution of resources.
G3:ETHICAL PROVISIONS
NOT EVIDENT
The submission does not discuss any provisions from the ANA Code of Ethics.
APPROACHING COMPETENCE
The submission discusses 2 provisions from the ANA Code of Ethics but fails to reveal how the policy proposal will uphold each ANA Code of Ethics provision. Or only 1 provision is discussed. Or the discussion does not include relevant source(s).
COMPETENT
The submission describes how the policy proposal upholds 2 provisions from the ANA Code of Ethics. The discussion includes relevant source(s).
G4:BARRIERS
NOT EVIDENT
The submission does not describe actual or potential barriers to the implementation of the policy proposal in the county or state.
APPROACHING COMPETENCE
The submission does not logically describe 2 actual or potential barriers in the county or state that will impede the policy proposal’s implementation. Or only 1 actual or potential barrier is described.
COMPETENT
The submission logically describes 2 actual or potential barriers in the county or state that impede the implementation of the policy proposal.
H:POLICY MAKER
NOT EVIDENT
The submission does not provide the name and title of a policymaker.
APPROACHING COMPETENCE
The submission provides the name or title of 1 policymaker with the authority to move the policy proposal forward but not both.
COMPETENT
The submission provides both the name and title of one 1 policymaker with authority to move the policy proposal forward.
H1:RATIONALE
NOT EVIDENT
The submission does not provide a rationale for choosing the policymaker in part H.
APPROACHING COMPETENCE
The submission does not provide a logical rationale for selecting the policymaker identified in part H.
COMPETENT
The submission provides a logical rationale for choosing the policymaker in part H.
I:STRATEGIC NEXT STEPS
NOT EVIDENT
The submission does not describe any strategies the candidate would use as an advanced professional nurse to strengthen professional practice.
APPROACHING COMPETENCE
The submission does not sufficiently describe 2 strategies the candidate would use as an advanced professional nurse to strengthen professional practice as a policy advocate. Or, the submission describes only 1 strategy.
COMPETENT
The submission sufficiently describes 2 strategies the candidate would use as an advanced professional nurse to strengthen professional practice as a policy advocate.
:APA SOURCES
NOT EVIDENT
The submission does not include in-text citations and references according to APA style for content that is quoted, paraphrased, or summarized.
APPROACHING COMPETENCE
The submission includes in-text citations and references for content that is quoted, paraphrased, or summarized but does not demonstrate a consistent application of APA style.
COMPETENT
The submission includes in-text citations and references for content that is quoted, paraphrased, or summarized and demonstrates a consistent application of APA style.
:PROFESSIONAL COMMUNICATION
NOT EVIDENT
Content is unstructured, is disjointed, or contains pervasive errors in mechanics, usage, or grammar. Vocabulary or tone is unprofessional or distracts from the topic.
APPROACHING COMPETENCE
Content is poorly organized, is difficult to follow, or contains errors in mechanics, usage, or grammar that cause confusion. Terminology is misused or ineffective.
COMPETENT
The content reflects an attention to detail, is organized, and focuses on the main ideas as prescribed in the task or chosen by the candidate. Terminology is pertinent, is used correctly, and effectively conveys the intended meaning. Mechanics, usage, and grammar promote accurate interpretation and understanding.
Please utilize the templates I am sending to complete the paper. Please create a new bold heading for each required section listed in the rubric/instructions. A to I. I also provided you with course materials to obtain information needed. Please let me know if you have any questions thanks. There is some example of this paper on studoc or course heroes under d025
